List of Experiments

There are multiple ways to implement the construction of the experimental apparatus. Ways that have been used successfully are (i) construction of apparatus in the classroom, (ii) pre-cutting of parts outside of classroom and assembly of apparatus inside classroom, (iii) partnership with an industrial arts class, and (iv) involvement of the school’s maintenance staff with making of the apparatus. These are just a few of the ways that the construction part of the project can be managed – use your imagination!

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One Year Physical Science or Integrated Chemistry Physics (ICP) Course Outline

There is a natural flow to the topics covered within a typical physical science class like ICP. Starting with the simplest ideas, students build a strong foundation of knowledge. The cumulative information covered in the modules below fall within the concepts of Mechanical Equilibrium and Conservation of Energy. Each experimental module introduces one or two ideas while reinforcing previous content, providing a scaffold for building scientific literacy. The manner in which the topics are covered provides an integrated approach to the STEM subjects rather than traditional individual silos. While the first set of experiments focuses on describing and quantifying motion there are two additional modules introducing students to the engineering design process utilized in many STEM career fields. These two lessons are key to the successful design, build, and completion of investigations throughout the proposed sequence of material.

Spread throughout the Hardware Store Science curriculum specific mathematic principles, formulas, and theories are addressed as they arise during investigation analysis. This is done to illustrate the application of fundamental math principles as well as provide a backdrop for applying new principles from geometry, trigonometry, calculus, and statistics when explaining and analyzing experimental data. A special focus throughout each lesson is providing real world application of each STEM subject within the context of future career based problem-solving exercises and activities. Once students have mastered principles of motion at the macroscopic level they transition to the microscopic properties of matter. This includes the study of chemical properties and interactions. They begin this process by investigating temperature and pressure influences on gas volume, and move into topics associated with accurately expressing chemical reactions, reactivity, and reaction rates. Battery chemistry provides students with a real-world application of where STEM fields converge as scientists and engineers explore ways of converting chemical energy into other forms of energy. Students then apply this knowledge to such challenges as using chemical processes to generate motion and electricity. This becomes a natural jumping off point for studying electrical circuits and components.

[accordion clicktoclose=”true”] [accordion-item title=”Module 1: Levers and Mechanical Equilibrium”]

During this Module students will learn Newton’s 1st law of motion and the influence of Aristotle and Galileo on its development. An investigate into balanced and unbalanced forces will lead students to develop free-body diagrams as a means of visualizing the forces acting on an object. Next, students will use their knowledge of balanced and unbalanced forces as a means of connecting with the concept of a lever. Three classes of levers will be explored using the position of the fulcrum, an applied input force, and the resulting output force. Students will learn about mechanical advantage and how to determine the mechanical advantage of a lever. Students will then investigate lever action in a manner that will allow them to determine the equilibrium rule for a simple lever with a centrally located fulcrum. Group members will utilize hand tools for assembling their fulcrum and beam. After collecting data to calculate the force distance ratio required on one side of a balanced board to lift an object of greater mass on the other side of the balanced board, students will determine the mathematical rule for equilibrium.

Lever Investigation: A lever is the most basic example of a simple machine.  When the lever is balanced, the system is at mechanical equilibrium, and the work input at one end is equal to the work output at the the other end. This can be observed through the downward force of the input work and the corresponding lifting effort of the output force. In this initial experiment students construct an investigation apparatus to determine the equilibrium rule governing the location of masses on either side if a fulcrum.

Guiding Question: How does the action of a lever demonstrate mechanical equilibrium?

• Module Overview – Levers and Mechanical Equilibrium
• 1.0 – STEM Content – Mechanical Equilibrium
• 1.1 – Levers Objectives and Lesson Plan or Editable WORD Document
• 1.2 – Experimental Investigation
  • 1.2a – Lever Investigation (Card board model) or Editable WORD Document
  • 1.2b – Lever Investigation (Wood model) or Editable Word Document
  • 1.2c – Lever Investigation (3D Printer model) or Editable WORD Document
• 1.3 – Background Information and Activity Sheets
  • 1.3a – Causes of Motion PowerPoint
  • 1.3b – Balanced and Unbalanced Forces or Editable WORD Document
  • 1.3c – Levers and Equilibrium PowerPoint
  • 1.3d – Action Reaction Pairs or Editable WORD Document
  • 1.3e – Work PowerPoint
• 1.4 – Levers, Work and Mechanical Advantage Practice Problems or Editable WORD Document
• 1.5 – levers Additional Resources
  • 1.5a – Lesson Log
  • 1.5b – Practice Problems and Assessments Answer Key
  • 1.5c – Maker Skills
  • 1.5d – Lever Investigation Build Video
  • 1.5e – ABC Vocabulary Reading Strategy
  • 1.5f – Origins of Equations – Levers
  • 1.5g – What Is A Horsepower MUTT Article
  • 1.5h – Investigation Scoring Rubric
• 1.6 – Assessment Tools
  • 1.6a – Levers Practice Quiz or Editable WORD Document

[/accordion-item] [/accordion]

[accordion clicktoclose=”true”] [accordion-item title=”Module 2: Introduction to Engineering Process”]

During this Module students will be introduced to tolerances and dimensioning from the perspective of an engineer. Students will learn the use of calipers in obtaining dimensions of small objects, requiring precise measurements. Students will begin to create design ideas and component information relating to the Micro-Kart Challenge. The measurements and tolerances of associated component pieces will help ensure accuracy in later 3D printing. Students will apply the Engineering Design Process by participating in an engineering design challenge to create a model for studying translational motion and its causes. Students will first sketch their preliminary ideas prior to creating 3D models using CAD software and then 3D printing their experimental model chassis. Students will familiarize themselves with Tinkercad software, creating a chess piece of their own design. Once students are familiar with the tinkercad software they will design and print their MSTEM Accel Car chassis. Finally, students will use a design checklist to evaluate the final functional requirements of a rapid prototype chassis, including proposed improvements to sketch accuracy and prototyping effectiveness in meeting design requirements.

Tolerances and Dimensions: This Activity provides students with an opportunity to investigate how engineering tolerances are accounted for in design and manufacturing of components. This begins with a review of variation within a sample by comparing individual gummi bears from a larger bag of candy. Afterwards, students are taught about tolerances; in measurements, dimensions, and design development in preparation for creating digital models using Tinkercad modeling software. 

Guiding Question: How are functionality and ease of assembly ensured by accuracy of dimensions and tolerances?

• Module Overview – The Engineering Design Process
• 2.0 – STEM Content – Experimentation Through Design
• 2.1 – Introduction to Engineering Design Process Objectives and Lesson Plan or Editable WORD Document
• 2.2 – Investigations
• 2.3 – Background Information and Activity Sheets
  • 2.3a – Gummi Bear Tolerances & Dimensions or Editable WORD Document
  • 2.3b – Engineering Tolerances PowerPoint
  • 2.3c – M-STEM Accel Car Component Dimensions or Editable WORD Document
  • 2.3d – Engineering Design Process PowerPoint
  • 2.3e – M-STEM Accel Car Chassis Challenge or Editable WORD Document
• 2.4 – Review Practice Problems
• 2.5 – levers Additional Resources
  • 2.5a – Lesson Log
  • 2.5b – Scamper Reference Sheet
  • 2.5c – M-STEM Accel Car Design Checklist
• 2.6 – Assessment Tools
  • 2.6a – Engineering Design Process Practice Quiz or Editable WORD Document

[/accordion-item] [/accordion]

[accordion clicktoclose=”true”] [accordion-item title=”Module 3: Application of The Design Process”]

During this Module Students apply the engineering design process to create an educational model for investigating translational motion. They will then evaluate preliminary design ideas and submit a final design proposal for further development in 3D modeling software, and eventual 3D printing. Students will investigate orthographic projections as a means of communicating design concepts to design consultants, engineers, and technicians. Students will familiarize themselves with tinkercad.com (or CAD software of your choice) modeling tools during the process of creating a chess pawn. Finally, students will connect 3D printing to the modeling/prototyping stages of the engineering design process. Students are organized into design teams of 2 or 3 individuals (depending upon class size) and tasked with modeling and 3D printing an MSTEM Accel car chassis based off of their individual sketches and the design constraints inherent in the problem. Once 3D modeling is completed, design teams must submit their STL file for printing.

Orthographic Projections: This activity provides students with an understanding of 2D visual representations of 3D objects used by designers and engineers. To facilitate this learning process, students will use the Tinkercad online interactive module software that will provide students with varying projections and views of their modeled component. Students will progress from a Chess Pawn to the complete design process for a 3D printable M-STEM Acceleration Car Chassis.

Guiding Question: How does modeling software and 3-D printing provide an effective tool for engineers to develop working prototypes and models?

• Module Overview – Application of the Design Process
• 3.0 – STEM Content – Applied Engineering
• 3.1 – Application of The Design Process Objectives and Lesson Plan or Editable WORD Document
• 3.2 – Investigations
• 3.3 – Background Information and Activity Sheets
  • 3.3a – Modeling Translational Motion or Editable WORD Document
  • 3.3b – Orthographic Projection or Editable WORD Document
  • 3.3c – Tinkercad and 3-D Modeling or Editable WORD Document
  • 3.3d – Prototyping With 3-D Printers PowerPoint
  • 3.3e – M-STEM Accel Car 3-D Modeling or Editable WORD Document
• 3.4 – Review Practice Problems
• 3.5 – levers Additional Resources
  • 3.5a – Lesson Log
  • 3.5b – Scamper Reference Sheet
  • 3.5c – M-STEM Accel Car Design Checklist
  • 3.5d – M-STEM Accel Car 3D Model – STL file
  • 3.5e – M-STEM Accel Car Topper 3D Model – STL file
• 3.6 – Assessment Tools
  • 3.6a – Applied Engineering Practice Quiz 

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[accordion clicktoclose=”true”] [accordion-item title=”Module 4: Describing and Quantifying Motion”]

During this Module students will engage in classroom discussions and activities designed to review the fundamentals of speed and velocity learned during previous science classes. During this process students will review how to identify motion and develop an understanding of frames-of-reference as well as a working knowledge of distance, displacement, speed, velocity and acceleration. Students will use observed motion to calculate the magnitude of acceleration. Students will connect changes in velocity to acceleration, and explain the difference between constant velocity and constant acceleration. Next, students will identify key features associated with units applied to numerical values. they will explain derived units using fundamental measurements of length, mass, time, volume, current, temperature, luminous intensity, and amount of substance. They will then apply the SI system of measurement to the fundamental and derived units, and convert between different types of units and systems of measurement. Finally, students will be tasked with the creation of a four wheeled “car” for investigating how mass affects velocity and acceleration of the car as it travels down an incline, to determine the impact of incline angle on velocity and accelerations values.

Speed Velocity and Acceleration Investigation: This module takes advantage of the work done in the previous two modules (Introduction to Engineering Process and Applied Engineering Design). Students utilize and wheeled platform (M-STEM Accel Car) to study how speed and acceleration changes as the car rolls down an incline plane, positioned at different angles. They will place weights at various locations on the car and analyze the impact it has on the acceleration while the car is on the inclined plane and after the car leaves the incline. 

Guiding Question: How can the motion of an object be described using time and distance measurements?

• Module Overview – Describing and Quantifying Motion
• 4.0 – STEM Content – Speed Velocity Acceleration
• 4.1 – Speed Velocity Acceleration Objectives and Lesson Plan or Editable WORD Document
• 4.2 – Experimental Investigations
  • 4.2a – Weighted Acceleration Car Investigation (Wood Model) or Editable WORD Document
  • 4.2b – Weighted Acceleration Car Investigation (3D Printer Model) or Editable WORD Document
  • 4.2c – Reaction Time Investigation or Editable WORD Document
• 4.3 – Background Information and Activity Sheets
  • 4.3a – Measuring Motion Review or Editable WORD Document
  • 4.3b – Acceleration Review or Editable WORD Document
  • 4.3c – Units and Quantities Vocabulary Terms or Editable WORD Document
  • 4.3c – Units and Quantities Vocabulary PowerPoint
  • 4.3d – Units and Quantities Conversions or Editable WORD Document
  • 4.3e – Dimensions Quantity Analysis or Editable WORD Document
  • 4.3f – Motion and Force Review or Editable WORD Document
  • 4.3g – Speed Velocity and Vectors or Editable WORD Document
• 4.4 – Work and Mechanical Energy Practice Problems or Editable WORD Document
• 4.5 – Pulleys Additional Resources
  • 4.5a – Lesson Log
  • 4.5b – Practice Problems and Assessments Answer Key
  • 4.5c – Maker Skills
  • 4.5d – Weighted Acceleration Car Build Video
  • 4.5e – Prior Knowledge Warm-up Exercises PowerPoint
  • 4.5f –Middle Schools Science Review PowerPoint
  • 4.5g –MUTT Article: NASA Finally Goes Metric
  • 4.5h – MUTT Article: Drag Racing History
  • 4.5i – M-STEM Accel Car 3D Model – STL file
  • 4.5j – M-STEM Wheels 3D Model – STL file
  • 4.5k – Investigation Scoring Rubric
• 5.6 – Assessment Tools
  • 4.6a – Prior Knowledge Review Practice Quiz or Editable WORD Document

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[accordion clicktoclose=”true”] [accordion-item title=”Module 5: Pulleys”]

The pulley is another simple machine.  In an ideal pulley the work done in raising a weight on one side of the pulley is exactly equal to the work recovered in lowering a weight on the other side of the pulley.  However, in the pulley experiment the students discover that the work input is slightly larger than the work output due to the frictional losses in the pulley.  The Conservation of Energy principle is introduced where the change in potential energy due to raising/lower the weights plus the frictional loss in the pulley is zero. Students develop a pulley system as a second example of a simple machine.  The concept of work is analyzed, but now where there are frictional losses due to the pulley.   The idea of conservation of energy as one of key principles of physics is discovered.

Pulley Investigation: Another simple machine is the pulley.  Pulleys function in a similar manner to a lever, in an ideal pulley the work done in raising a weight on one side of the pulley is exactly equal to input work on the other side of the pulley.  However, in the pulley experiment the students discover that the work input on a functioning pulley is slightly larger than the work output due to the frictional losses in the pulley.  This leads to a discussion of work with the addition of potential energy due to the frictional losses associated with the pulley.

Guiding Question: How does work transfer energy into or out of a system?

• Module Overview – Pulleys
• 5.0 – STEM Content – Mechanical Advantage
• 5.1 – Pulleys Objectives and Lesson Plan or Editable WORD Document
• 5.2 – Experimental Investigations
  • 5.2a – Pulleys Investigation (Wood Model) or Editable WORD Document
  • 5.2b – Pulleys Investigation (3D Printer Model) or Editable WORD Document
• 5.3 – Background Information and Activity Sheets
  • 5.3a – Two Dimensional Motion PowerPoint
  • 5.3b – Motion and Forces in Two Dimensions or Editable WORD Document
  • 5.3c – Simple Machines PowerPoint
  • 5.3d – Simple Machines and Pulleys or Editable WORD Document
  • 5.3e – Work Energy Relationship PowerPoint
  • 5.3f – Work and Energy Connection or Editable WORD Document
  • 5.3g – Motion Work and Energy Review PowerPoint
• 5.4 – Work and Mechanical Energy Practice Problems or Editable WORD Document
• 5.5 – Pulleys Additional Resources
  • 5.5a – Lesson Log
  • 5.5b – Practice Problems and Assessments Answer Key
  • 5.5c – Maker Skills
  • 5.5d – Pulley Investigation Build Video
  • 5.5e – ABC Vocabulary Reading Strategy
  • 5.5f – Hash Tag Learning Activity
  • 5.5g – Energy Transformations MUTT Article
  • 5.5h – Pizza Box 2-D Motion Sample Problem PowerPoint
  • 5.5i – Pulleys and Tension Equilibrium PowerPoint
  • 5.5j – Investigation Scoring Rubric
• 5.6 – Assessment Tools
  • 5.6a Pulleys Practice Quiz or Editable WORD Document

[/accordion-item] [/accordion]

[accordion clicktoclose=”true”] [accordion-item title=”Module 6: Energy Storage”]

The central experiment in this module requires students to deform a rubber band with the addition of a weight. The change in potential energy as the weight lowers is then stored in the rubber band.  The Conservation of Energy principle, from Modules 1 and 2, now includes the energy stored in the rubber band that results from the elastic nature of the rubber band, and the mass of the object causing the rubber band to stretch. Students determine how far a rubber band will stretch for a given weight, where the change in potential energy of the weight is stored in the rubber band.  The effect of thickness of the rubber band (or multiple rubber bands) and the initial length of the rubber band is studied. Students will then explore how stored energy in a rubber band can be converted into gravitational potential energy due to the motion of an object.

Energy Storage Investigation: Students take a deeper dive into potential energy when the investigate rubber band deformation due to the addition of a suspended mass. The Conservation of Energy principle now includes the energy stored in the stretched rubber band, and the mass of the suspended object causing the stretch. Analysis of observable results allows students to determine that the change in potential energy is stored in the rubber band.  This introduces students to the concepts of stress, strain and Young’s modulus.

Secondary Investigation (Elastic vs Gravitational PE): Students will use their weighted acceleration car (Describing and Quantifying Module) to investigate energy conversion as they propel their car up an incline using the potential energy stored in stretched rubber bands. They will use the Hooke’s constant obtained during the Energy storage investigation to predict the distance their car will travel up the incline.

Guiding Question: How can energy be transformed and conserved?

• Module Overview – Energy Storage
• 6.0 – STEM Content – Potential Energy & Energy Storage
• 6.1 – Energy Storage Objectives and Lesson Plan or Editable WORD Document
• 6.2 – Experimental Investigations
  • 6.2a – Energy Storage Investigation (Wood Model) or Editable WORD Document
  • 6.2b – Energy Storage Investigation (3D Printer Model) or Editable WORD Document
  • 6.2c – Elastic vs Gravitational PE Investigation or Editable WORD Document
• 6.3 – Background Information and Activity Sheets
  • 6.3a – Stored Energy PowerPoint
  • 6.3b – Potential Energy or Editable WORD Document
  • 6.3c – Moving Energy PowerPoint
  • 6.3d – Kinetic Energy and Total Mechanical Energy or Editable WORD Document
  • 6.3e – Conservation of Mechanical Energy PowerPoint
  • 6.3f – Conservation of Mechanical Energy or Editable WORD Document
  • 6.3g – Conservation PowerPoint
• 6.4 – Energy Storage Practice Problems or Editable WORD Document
• 6.5 – Energy Storage Additional Resources
  • 6.5a – Lesson Log
  • 6.5b – Practice Problems and Assessments Answer Key
  • 6.5c – Maker Skills
  • 6.5d – Energy Storage Investigation Build Video
  • 6.5e – Energy Storage Venn Diagram
  • 6.5f – Four Squares Graphic Organizer
  • 6.5g – Hash Tag Learning Activity
  • 6.5h – The Story Behind Rube Goldberg’s Complicated Contraptions MUTT Article
  • 6.3i – Elastic and Gravitational Potential Energy PowerPoint
  • 6.3j – Kinetic Energy Sample Problems PowerPoint
  • 6.5k – Investigation Scoring Rubric
  • 6.5l – Special Report Video Scoring Rubric
• 6.6 – Assessment Tools
  • 6.6a – Energy Storage Practice Quiz  or Editable WORD Document

[/accordion-item] [/accordion]

[accordion clicktoclose=”true”] [accordion-item title=”Module 7: Ball Launcher”]

The central experiment in this module requires students to propel a ping pong ball from an adjustable platform. A ball launcher powered by a rubber band is used to study how the trajectory of a ping pong ball depends on the launch angle and how far the rubber band has been extended, where the students measure the ball’s trajectory using their cell phones. The Conservation of Energy principle is expanded to show how the energy stored in a stretched rubber band is converted into kinetic energy upon launching of the projectile. Although some of the energy stored in the rubber band is lost to frictional processes in the launcher. Students also see how kinetic energy is converted into potential energy and vice-a-versa as the ball moves through space. In this experiments students construct a rubber band powered ping-pong ball launcher, where the launch angle and rubber band extension can be controlled.  The flight of the ping-pong ball is recorded using a smart phone app, where the video can be slowed down for analysis of position as a function of time.  Analyzing the data enables calculation of velocity, understanding of the interconversion between kinetic and potential energy during flight, and effect of air drag on the trajectory of the ball.

Ball Launcher Investigation: The Conservation of Energy principle is next expanded to show that energy stored in a stretched rubber band can be converted into energy of motion. The concept of kinetic energy is introduced and the loss of energy due to frictional forces is expanded. The student built ping-pong ball launcher allows them to see how kinetic energy is converted into potential energy and vice-a-versa as the ball moves through space. The flight of the ping-pong ball can be recorded and slowed down for analysis of position as a function of time, which in-turn enables students to  understand the interplay between kinetic and potential energy.

Guiding Question: How does gravitational potential energy and kinetic energy affect a projectiles motion?

• Module Overview – Ball Launcher
• 7.0 – STEM Content – Kinetic Energy and Projectile Motion
• 7.1 – Ball Launcher Objectives and Lesson Plan or Editable WORD Document
• 7.2 – Experimental Investigations
  • 7.2a – Adjustable Ball Launcher Investigation or Editable WORD Document
  • 7.2b – Adjustable Ball Launcher Investigation or Editable WORD Document
• 7.3 – Background Information and Activity Sheets
  • 7.3a – Motion Review and Kinematics PowerPoint
  • 7.3b – Kinematics or Editable WORD Document
  • 7.3c – Two Dimensional Motion Revisited PowerPoint
  • 7.3d – Characteristics of Projectile Motion or Editable WORD Document
  • 7.3e – Analyzing Projectile Motion PowerPoint
  • 7.3f – Projectile Motion Analysis or Editable WORD Document
• 7.4 – The Law of Conservation Review Activity or Editable WORD Document
• 7.5 – Ball Launcher Additional Resources
  • 7.5a – Lesson Log
  • 7.5b – Practice Problems and Assessments Answer Key
  • 7.5c – Maker Skills
  • 7.5d – Ball Launcher Investigation Build Video
  • 7.5e – ABC Vocabulary Reading Strategy
  • 7.5f – Projectile Motion Graphic Organizer
  • 7.5g – Ancient Catapult MUTT Article
  • 7.5h – Kinematic Equations Practice Problems PowerPoint
  • 7.5i – Characteristics of Projectile Motion Practice Problems PowerPoint
  • 7.5j – Projectile Motion Analysis Practice Problems PowerPoint
  • 7.5k – Investigation Scoring Rubric
• 7.6 – Assessment Tools
  • 7.6a – Projectile Motion Practice Quiz or Editable WORD Document

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[accordion clicktoclose=”true”] [accordion-item title=”Module 8: Engineering Challenge – Backyard Roller Coaster”]

In this module students are challenged with applying their understanding of mechanical systems, resistive forces, energy conservation and two-dimensional motion covered in previous modules to create a working rollercoaster model. They will utilize their understanding of the design process to generate a digital 3D model of their proposed rollercoaster design and then fabricate a working replica of their model using everyday construction materials from a hardware store. This project combines science content and engineering principles from the first four investigations (Levers, Pulleys, Energy Storage, and Projectile Motion). Students discover the interplay of work, forces, potential and kinetic energy, and the Law of Conservation in the context of engineering and the work of engineers.

Rollercoaster Engineering Challenge: Rollercoasters use gravity and inertia to send a series of cars along a winding track. The potential energy associated with the highest point of the rollercoaster track is converted into kinetic energy when the rollercoaster travels down the hill. The tracks control the motion of the rollercoaster during the course of the ride. If the track slopes down, the rollercoaster accelerates and if the track tilts up, the rollercoaster decelerates. At all times the rollercoaster maintains a forward velocity as it moves along the track. The interplay between potential and kinetic energy is such that total energy within the system should remain constant, however energy is gradually lost due to friction between the train and the track. 

Guiding Question: How does gravitational potential energy and kinetic energy affect a projectiles motion?

• Module Overview – Backyard Roller Coaster
• 8.0 – STEM Content – Backyard Roller Coaster
• 8.1 – Backyard Roller Coaster Objectives and Lesson Plan or Editable WORD Document
• 8.2 – Backyard Roller Coaster Engineering Challenge or Editable WORD Document
• 8.4 – Mechanical Equilibrium and Conservation of Energy Practice Problems or Editable WORD Document
• 8.5 – Backyard Roller Coaster Additional Resources
  • 8.5a – Engineering PIGs Documentation
  • 8.5b – Practice Problems and Assessment Answer Key
  • 8.5c – Engineering Challenge Grading Rubric
• 8.6 – Assessment Tools
  • 8.6a – Mechanical Equilibrium and Conservation of Energy Unit Assessment or Editable WORD Document

[/accordion-item] [/accordion]

[accordion clicktoclose=”true”] [accordion-item title=”Module 9: Sliding Friction”]

The central experiment in this module requires students to apply a tangential force to a block of laminate and measure the movement caused by a suspended mass. Students construct an experimental device where the tangential force is paired with the normal force acting perpendicular to the experimental surface. This experimental setup allows students to explore he concepts of static friction, dynamic friction, tangential force and normal force. Students record the displacement of the sliding block using cell phone video app, and then determine the velocity using distance and time measurements.  If done correctly, this investigation will allow students to discover the difference between static friction and dynamic friction. They will learn how these two types of friction depend upon the normal stress and the tangential stress, as well as the effect of different surfaces and lubricants on frictional forces.

Sliding Friction Investigation: The conservation of energy law states that energy cannot be created or destroyed, only transformed. Frictional forces are responsible for the transformation of energy associated with motion into heat. Frictional forces result from the imperfection on the two surfaces in contact with each other. These tiny hills and valleys interact with adjoining surfaces, such that energy will be lost as the surfaces pass by each other. The ultimate result of friction forces is to hinder motion. As such, friction forces always act in a direction opposite to the direction of motion.

Guiding Question: What force opposes motion and why is this resistance force sometimes necessary?

• Module Overview – Sliding Friction
• 9.0 – STEM Content – Contact Forces – Sliding Friction
• 9.1 – Sliding Friction Objectives and Lesson Plan or Editable WORD Document
• 9.2 – Sliding Friction Investigation or Editable WORD Document
• 9.3 – Background Information and Activity Sheets
  • 9.3a – Motion Quick Review Speed vs Velocity PowerPoint
  • 9.3b – Graphing Speed and Velocity or Editable WORD Document
  • 9.3c – Motion Quick Review Acceleration PowerPoint
  • 9.3d – Graphing Acceleration or Editable WORD Document
  • 9.3e – Friction PowerPoint
  • 9.3f – Fundamentals of Friction or Editable WORD Document
  • 9.3g – Friction Review PowerPoint
• 9.4 – Friction Practice Problems or Editable WORD Document
• 9.5 – Sliding Friction Additional Resources
  • 9.5a – Lesson Log
  • 9.5b – Practice Problems and Assessment Answer Key
  • 9.5c – Maker Skills
  • 9.5d – Friction Investigation Build Video
  • 9.5e – ABC Vocabulary Reading Strategy
  • 9.5f – Driving the Race Line Through a Corner MUTT Article
  • 9.5g – Acceleration Graphic Organizer
  • 9.5h – Static and Kinetic Friction Sample Problems PowerPoint
  • 9.5i – Friction Graphic Organizer
  • 9.5j – Investigation Scoring Rubric
• 9.6 – Assessment Tools
  • 9.6a – Sliding Friction Pre-Test or Editable WORD Document
  • 9.6b – Sliding Friction Practice Quiz or Editable WORD Document

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[accordion clicktoclose=”true”] [accordion-item title=”Module 10: Material Stiffness – Beam Bending”]

The central experiment in this module requires students to construct a testing apparatus that will allow a metal bar (beam) to deform when subjected to a load.  The key property studied is Young’s modulus, which will be explored by (i) revisiting the rubber band stretching activity in Energy Storage Module and (ii) observing the deformation of a “beam.” In this investigation the effect of material deformation is still consistent with Mechanical Equilibrium. Students will measure the deflection of a beam as a function of applied load magnitude and location.  Using collected data students will be able to (i) compare their deflection results with industry standard beam bending equations, (ii) examine the effect of beam cross-sectional area and (iii) use the experimentally observed beam deflection to determine the modulus of the material.

Materials Stiffness Investigation: Any forces acting on an object can be considered as a load acting on that object. Often these applied loads cause a deformation of the object. A material’s stiffness indicates its ability to return to its original shape or form after the applied load is removed. When a material is subjected to a load such as its own unsupported weight and/or an external applied load, it experiences stress and strain. Stress (σ) is an internal force on the material caused by the load, and strain (ε) is the deformation of the material that results from this stress. The ratio of stress (force per unit area) to strain (deformation per unit length) is referred to as the modulus of elasticity, E=σ/ε.

Guiding Question: How does an applied force cause an object to be deformed?

• Module Overview – Materials Stiffness
• 10.0 – STEM Content – Materials Stiffness
• 10.1 – Materials Stiffness Objectives and Lesson Plan or Editable WORD Document
• 10.2 – Materials Stiffness Investigation or Editable WORD Document
• 10.3 – Background Information and Activity Sheets
  • 10.3a – Force and Deformation – Stress PowerPoint
  • 10.3b – Force and Deformation – Strain PowerPoint
  • 10.3c – Evaluating Stress and Strain or Editable WORD Document
  • 10.3d – Elasticity and Young’s Modulus PowerPoint
  • 10.3e – Elasticity and Young’s Modulus or Editable WORD Document
  • 10.3f – Mechanical Behavior of Materials PowerPoint
  • 10.3g – Mechanical Behavior of Materials or Editable WORD Document
  • 10.3h – Materials Stiffness Review PowerPoint
• 10.4 – Materials Stiffness Practice Problems or Editable WORD Document
• 10.5 – Sliding Friction Additional Resources
  • 10.5a – Lesson Log
  • 10.5b – Practice Problems and Assessment Answer Key
  • 10.5c – Maker Skills
  • 10.5d – Materials Stiffness Investigation Build Video
  • 10.5e – Four Squares Graphic Organizer
  • 10.5f – ABC Vocabulary Reading Strategy
  • 10.5g – Importance of Bridge Expansion Joints MUTT Article
  • 10.5h – Young’s Modulus Calculator Excel File
  • 10.5i – Investigation Scoring Rubric
• 10.6 – Assessment Tools
  • 10.6a – Materials Stiffness Practice Quiz or Editable WORD Document

[/accordion-item] [/accordion]

[accordion clicktoclose=”true”] [accordion-item title=”Module 11: Circular Motion and Centripetal Force”]

The central experiment in this module requires students to construct a rotating platform from which opposing masses can be suspended. The centrifugal force is measured by observing the radial motion of an attached string with a mass secured to the other end.  Students will discover how the centripetal force depends upon the angular velocity of the rotating platform and the distance the mass is from the axis of rotation.  The effect of distance from axis of rotation, string length, etc. will be used to measure the centripetal force acting on the suspended mass. Changing mass, speed of rotation, and distance from the center will allow for the collection of needed data. Students will use the circumference of motion, and the number of revolutions per given time period to determine the angular velocity, centripetal acceleration, and forces acting on an object undergoing circular motion. NOTE: objects of equal mass and equal distance from rotational axis are required for accurate data collection and safe operation of rotating platform.

Circular motion Investigation: Circular motion at a constant speed is referred to as uniform circular motion. Contrary to the linear motion covered in the previous modules, an object moving in a circle is constantly changing its direction. Since the direction of the velocity vector is the same as the direction of the object’s motion, objects undergoing circular motion have both a tangential and angular component. Objects moving in a circle are also accelerating. The direction of this acceleration is always pointed inwards, towards the center of the circular path. The force responsible for causing the centripetal acceleration is also directed towards the center of the circle, and referred to as centripetal force.

Guiding Question: How does circular motion compare with linear motion in terms of velocity, acceleration and force?

• Module Overview – Circular Motion
• 11.0 – STEM Content – Angular Velocity and Acceleration
• 11.1 – Circular Motion Objectives and Lesson Plan or Editable WORD Document
• 11.2 – Circular Motion Investigation or Editable WORD Document
• 11.3 – Background Information and Activity Sheets
  • 11.3a – Describing Circular Motion PowerPoint
  • 11.3b – Angular Velocity and Acceleration or Editable WORD Document
  • 11.3c – Circular Motion & Force PowerPoint
  • 11.3d – Centripetal Acceleration & Force or Editable WORD Document
  • 11.3e – Advanced Circular Motion PowerPoint
  • 11.3f – Advanced Circular Motion or Editable WORD Document
  • 11.3g – Circular Motion Review PowerPoint
• 11.4 – Circular Motion Practice Problems or Editable WORD Document
• 11.5 – Circular Motion Additional Resources
  • 11.5a – Lesson Log
  • 11.5b – Practice Problems and Assessment Answer Key
  • 11.5c – Maker Skills
  • 11.5d – Circular Motion Investigation Build Video
  • 11.5e – ABC Vocabulary Reading Strategy
  • 11.5f – Hash Tag Learning Activity
  • 11.5g – Analysis of Force in Motorsports MUTT Article
  • 11.5k – Investigation Scoring Rubric
• 11.6 – Assessment Tools
  • 11.6a – Circular Motion Practice Quiz or Editable WORD Document

[/accordion-item] [/accordion]

[accordion clicktoclose=”true”] [accordion-item title=”Module 12: Moment of Force – Torque and Gearing Ratios”]

The central experiment in this module requires students to construct a model upon which to examine the relationship between lever arm, action force, and rotation. When an input force is applied to a beam supported at one end a rotational force (torque) is exerted on the beam around the hinged point. Using length of the lever arm, and the weight of suspended objects, students will determine how the torque acting on a beam supported at one end changes based on proximity of the suspended mass to the axis of rotation. An understanding of rotational motion and torque will be used to show how gears can either increase or decrease the rate of angular rotation.  Just like the pulley system studied in Module 2 an ideal gear system (i.e. one without friction) will perfectly transfer the applied work between two gears; however, real gear systems have friction that reduce the effectiveness of the assembly. Students will then learn how torque is transmitted through a gear train, an apply conservation of energy principles to applications of torque.

Torque Investigation: Students take a look at the cause of rotational motion. As with linear motion, rotational motion requires an action force to cause an object to start rotating about an axis point. Knowing the direction of this force and where it is applied is important for determining the magnitude of this force. The distance this applied force is from the axis of rotation is known as the lever arm, or moment arm, of the force. The direction of the applied force determines whether rotation will be in a clockwise, or counterclockwise, direction. Torque (τ) gives rise to angular acceleration (α) and is the rotational equivalent of Newton’s 2^nd law for linear motion (α ∝ F).

Secondary Investigation (Gearing Ratios): Students will use their weighted acceleration car (Module 1) to investigate how pulley size and arrangement affects speed and acceleration of a toy car across a smooth surface. They will determine axle RPM from the established gear ratio, using pulley sizes. Changing the axle pulley size will allow for different gear ratios, which in turn will result in different acceleration and speed measurements. Students will determine a theoretical speed and then compare the theoretical speed to actual speed values.

Guiding Question: How do forces causing rotational motion compare to forces causing linear motion?

• Module Overview – Torque and Gearing
• 12.0 – STEM Content – Torque: Moment of Force
• 12.1 – Torque and Gearing Objectives and Lesson Plan or Editable WORD Document
• 12.2a – Torque – Moment of Force Investigation or Editable WORD Document
• 12.2b – Gearing Ratios Investigation or Editable WORD Document
• 12.3 – Background Information and Activity Sheets
  • 12.3a – Force and Rotational Motion PowerPoint
  • 12.3b – Torque: Moment of Force or Editable WORD Document
  • 12.3c – Torque In Application PowerPoint
  • 12.3d – Torque & Rotational Motion or Editable WORD Document
  • 12.3e – Gear Generator Activity or Editable WORD Document
  • 12.3f – Torque and Gearing Review PowerPoint
• 12.4 – Torque and Gear Ratios Practice Problems or Editable WORD Document
• 12.5 – Torque Additional Resources
  • 12.5a – Lesson Log
  • 12.5b – Practice Problems and Assessment Answer Key
  • 12.5c – Maker Skills
  • 12.5d – Torque Investigation Build Video
  • 12.5e – Gearing Ratios Investigation Build Video
  • 12.5f – Torque Venn Diagram
  • 12.5g – Four Squares Graphic Organizer
  • 12.5h – Horsepower versus Torque MUTT Article
  • 12.5i – Automatic Transmission MUTT Article
  • 12.5j – Investigation Scoring Rubric
• 12.6 – Assessment Tools
  • 12.6a – Torque and Gearing Practice Quiz or Editable WORD Document

[/accordion-item] [/accordion]

[accordion clicktoclose=”true”] [accordion-item title=”Module 13: Center-of-Gravity”]

The central experiment in this module requires students to construct a small platform on which to determine the center-of-mass as a function of the location of various weights. The lever experiment in Module 1 assumes that (i) there is no friction in the ‘knife’ edge upon which the lever is balanced and (ii) the ‘knife’ edge is very thin. The Center-of-Gravity experiment revisits this concept for the situation when the foundational support is not thin. This can be accomplished by placing a weight on a rectangular platform. Using measurements from scales, placed under each corner, students will observe how the movement of the weight influences the left-to-right and front-to-back position of the center-of-mass. The basic principle of mechanical equilibrium still holds, but the methodology of determining when an object tips over is now more complicated. With this information, the effect of weight location on the stability in various engineering applications can be explored.

Center-of-Mass Investigation: Students take a look at how location of center-of-mass relates to stability of an object when sheer forces are acting on the object. The center-of-mass for simple, uniform objects tends to be the geometric center of that object. However, not all objects are simple and uniform. Many objects are complex and non-uniform, like a car or bicycle. In these situations, the center-of-mass has to be determined some other way, and may not even be the geometric center of that object. In order to determine the center-of-mass for a complex object like a car, we define something called a moment. A moment is a measure of the tendency of an applied force to cause a body to rotate about a specific point or axis. This is different from the tendency for a body to move in the direction of the force. In order for a moment to develop, the force must act tangential to the center-of-mass.

Secondary Investigation (Finding Go-Kart Center-of-Mass): Students will determine the center-of-mass for a functioning electric go-kart. This will be accomplished by placing the go-kart on four individual scales and using wheel weight to mathematically determine the x-y-z coordinates of the center-of-mass. If students do not have access to a go-kart, the steps involved in this activity can be applied with any motorized vehicle.  

Guiding Question: What is an objects center-of-mass and what role does it play in the objects motion?

• Module Overview – Center-of-Mass
• 13.0 – STEM Content – Center-of-Mass & Motion
• 13.1 – Center-of-Mass Objectives and Lesson Plan or Editable WORD Document
• 13.2a – Center-of-Mass Investigation or Editable WORD Document
• 13.2b – Finding Go-Kart Center-of-Mass Investigation or Editable WORD Document
• 13.3 – Background Information and Activity Sheets
  • 13.3a – Center-of-Mass and Translation of Motion PowerPoint
  • 13.3b – Determining Center-of-Mass or Editable WORD Document
  • 13.3c – Angular Momentum PowerPoint
  • 13.3d – Rotational Inertia & Angular Momentum or Editable WORD Document
  • 13.3e – Center-of-Mass Review PowerPoint
• 13.4 – Center-of-Mass Practice Problems or Editable WORD Document
• 13.5 – Center-of-Mass Additional Resources
  • 13.5a – Lesson Log
  • 13.5b – Practice Problems and Assessments Answer Key
  • 13.5c – Maker Skills
  • 13.5d – Center-of-Mass Investigation Build Video
  • 13.5e – ABC Vocabulary Reading Strategy 
  • 13.5f – Angular Momentum Venn Diagram
  • 13.5g – Four Squares Graphic Organizer
  • 13.5h – Hash Tag Learning Activity
  • 13.5i – Center-of-Mass Investigation Calculator
  • 13.5j – Go-Kart Center-of-Mass Calculator
  • 13.5k – Investigation Scoring Rubric
• 13.6 – Assessment Tools
  • 13.6a – Center-of-Mass Practice Quiz or Editable WORD Document

[/accordion-item] [/accordion]

[accordion clicktoclose=”true”] [accordion-item title=”Module 14: Engineering Challenge – Turn Radius”]

The central experiment in this module requires students to drop balls of various diameters and densities into a viscous liquid and record the time required for the ball to fall a given distance, the viscosity of the liquid is determined using Stokes Law.  Newton’s 2^nd Law (which is the Conservation of Linear Momentum Principle) is introduced where the force of gravity on the ball is balanced by frictional forces from the fluid. The students will explore the effect of ball diameter and weight as it relates to the drag force.

• Module Overview – Fluid Friction
• 14.0 – STEM Content – Fluid Friction
• 14.1 – Sliding Friction Objectives and Lesson Plan
• 14.2 – Sliding Friction Investigation
• 14.3 – Background Information and Activity Sheets
  • 14.3a -Speed and Velocity Review
  • 14.3b -Acceleration Review
• 14.4 – Friction Practice Problems
• 14.5 – Sliding Friction Additional Resources
  • 14.5a – Lesson Log
  • 14.5b – Practice Problems and Assessment Answer Key
  • 14.5c – Maker Skills
  • 14.5d – Fluid Friction Investigation Build Video
  • 14.5k – Investigation Scoring Rubric
• 14.6 – Assessment Tools
  • 14.6a – Friction Pre-Test

[/accordion-item] [/accordion]

[accordion clicktoclose=”true”] [accordion-item title=”Module 15: Properties of Matter and Gases – Charles Law and Boyle’s Law”]

The central experiment in this module requires students to construct a pressurized container that will allow them to analyze the relationship between gas pressure, volume and temperature. The effect of pressure on volume (i.e. Boyle’s law) and the effect of temperature on the volume of air (i.e. Charles’s law) can be determined using this apparatus. By placing the pressurized container in three different temperature environments and recording pressure changes. Next, students will determine volume changes on an isolated gas as the outside pressure is increased. Using collected data and observations, students will determine the mathematical relationship between a gas’s temperature, pressure, and volume. Data collected from these two activities will also be used to determine atmospheric pressure and an absolute zero temperature. Finally, students use their data to discover the ideal gas law. 

Gas laws Investigation: Students take a look at the relationship between temperature and pressure (when volume is held constant) discovered by Gay-Lussac. This law states that when an ideal gas is maintained at constant volume, its pressure and temperature in Kelvin are directly proportional to one another. This can be represented by the formula P_initial/T_initial=P_final/T_final. Students then compare the pressure volume relationship when temperature is held constant. Known as Boyle’s Law, this relationship is such states that at a constant temperature, the volume of an ideal gas is inversely proportional to its absolute pressure. This can be represented by the formula P_initial x V_initial=P_final x V_final.

Secondary Investigation (baking Soda Car): Students will examine how a simple chemical reaction can be used to perform work on an object. They will accomplish this by combining baking soda and vinegar inside a water battle attached to a rolling platform. Using mass, time, and placement measurements, Students will calculate the velocity, acceleration, and work required to cause the Baking Soda Car to travel a predetermined distance. They will also attempt to determine the mathematical formula for thrust.  

Guiding Question: What is thrust and how and gas particles cause motion?

• Module Overview – The Gas Laws
• 15.0 – STEM Content – Properties of Matter and Gases
• 15.1 – Gas Laws Objectives and Lesson Plan or Editable WORD Document
• 15.2a – Baking Soda Car Investigation or Editable WORD Document
• 15.2b – Gas Laws Investigation or Editable WORD Document
• 15.3 – Background Information and Activity Sheets
  • 15.3a – Properties of Matter PowerPoint
  • 15.3b – Properties of Matter or Editable WORD Document
  • 15.3c – Kinetic Theory of gases PowerPoint
  • 15.3d – Boyle’s, Charles’ & Gay-Lussac’s Laws or Editable WORD Document
  • 15.3e – Combined Gas Laws and Ideal Gases PowerPoint
  • 15.3f – Combined Gas Laws and Ideal Gases or Editable WORD Document
  • 15.3g – Gas Laws Review PowerPoint
• 15.4 – Gas Laws and Ideal Gases Practice Problems or Editable WORD Document
• 15.5 – Center-of-Mass Additional Resources
  • 15.5a – Lesson Log
  • 15.5b – Practice Problems and Assessments Answer Key
  • 15.5c – Maker Skills
  • 15.5d – Gas Laws Investigation Build Video
  • 15.5e – ABC Vocabulary Reading Strategy 
  • 15.5f – Thrust and Newton MUTT Article
  • 15.5g – What is Charles’ Law MUTT Article
  • 15.5h – Investigation Scoring Rubric
• 15.6 – Assessment Tools
  • 15.6a – Gas Laws Practice Quiz or Editable WORD Document

[/accordion-item] [/accordion]

[accordion clicktoclose=”true”] [accordion-item title=”Module 16: Chemical Interactions – Formation of CO2″]

The central experiment in this module requires students to isolate and collect carbon dioxide gas. The reaction of sodium bicarbonate (i.e. baking soda) with acetic acid (i.e. vinegar) to produce carbon dioxide gas is studied using a simple glassware apparatus assembled by the students.  Both the extent of reaction and the rate of reaction are investigated.  Students can then discover how sodium bicarbonate reacts with other common kitchen/household acids such as citric acid (i.e. oranges and lemons), ascorbic acid (vitamin C), etc. The chemical equation used to represent this reaction is 

NaHCO₃(s) + HC₂H₃O₂(aq) → NaC₂H₃O₂(aq) + H₂O(l) + CO₂(g)

Gas laws Investigation: Students will examine the energy change and formation of CO₂ from a reaction between baking soda and vinegar. They will accomplish this by creating a gas collection devise and measure both accumulation of gas and temperature change using a balloon and temperature probe. Using baking soda and vinegar, Students will determine how changing the amount of either reactant increases or decreases the amount of product made. They will also determine observable characteristics of chemical reactions.

Guiding Question: How is the interaction between baking soda and vinegar a model for all chemical interactions?

• Module Overview – Chemical Interactions
• 16.0 – STEM Content – Chemical Interactions
• 16.1 – Chemical Interactions Objectives and Lesson Plan or Editable WORD Document
• 16.2 – Formation of CO2 Investigation or Editable WORD Document
• 16.3 – Background Information and Activity Sheets
  • 16.3a – Particle Nature of Matter PowerPoint
  • 16.3b – Protons, Neutrons, Electrons or Editable WORD Document
  • 16.3c – Alien Periodic Table (Basic) or Editable WORD Document
  • 16.3d – Alien Periodic Table (Advanced) or Editable WORD Document
  • 16.3e – Chemical Changes PowerPoint
  • 16.3f – Chemical Compounds and Bonding or Editable WORD Document
  • 16.3g – Describing Chemical Reactions PowerPoint
  • 16.3h – Balancing Chemical Equations or Editable WORD Document
  • 16.3i – Chemical Interaction Review PowerPoint
• 16.4 – Chemical Interactions Practice Problems or Editable WORD Document
• 16.5 – Center-of-Mass Additional Resources
  • 16.5a – Lesson Log
  • 16.5b – Practice Problems and Assessments Answer Key
  • 16.5c – Maker Skills
  • 16.5d – Gas Laws Investigation Build Video
  • 16.5e – ABC Vocabulary Reading Strategy 
  • 16.5f – Hash Tag Learning Activity
  • 16.5g – Four Squares Graphic Organizer
  • 16.5h – Particle Nature of Matter MUTT Article
  • 16.5i – Investigation Scoring Rubric
• 16.6 – Assessment Tools
  • 16.6a – Chemical Interactions Practice Quiz or Editable WORD Document

[/accordion-item] [/accordion]

[accordion clicktoclose=”true”] [accordion-item title=”Module 17: Chemical Reactions – Battery Chemistry”]

The central experiment in this module requires students to create electrochemical energy and determine how reactants present in an electrochemical cell affect energy availability. They will accomplish this by creating a “rechargeable battery” and measure the electric potential available, and the current output. Using copper and aluminum placed in cola flavored soda, students will determine the electric potential and current as the surface area of the copper and aluminum changes. Students will also determine how the solution in which the copper and aluminum is placed (the electrolyte) influences electric availability.

Battery Chemistry Investigation: Student teams will measure the voltage and current produced by a simple chemical battery.  The students will learn that (i) the voltage produced by a battery only depends upon the chemical reactions that occur between the electrolyte and the anode and cathode and (ii) the current generated is proportional to the area of the electrode surface. A voltmeter can be used to measure the difference in electrical potential between the positive and negative electrodes. A closed circuit will allow an amp meter to measure the electric current flow from the anode to the cathode.

Guiding Question: How does a battery provide electrical energy to do work?

• Module Overview – Chemical Reactions
• 17.0 – STEM Content – Chemical Reactions
• 17.1 – Chemical Reactions Objectives and Lesson Plan or Editable WORD Document
• 17.2 – Battery Chemistry Investigation or Editable WORD Document
• 17.3 – Background Information and Activity Sheets
  • 17.3a – Bond Energy PowerPoint
  • 17.3b – Why Chemical Reactions Occur or Editable WORD Document
  • 17.3c – Classifying Reactions PowerPoint
  • 17.3d – Types of Chemical Reactions or Editable WORD Document
  • 17.3e – Energy Producing Reactions Review PowerPoint
  • 17.3f – Redox Reactions and Potential Energy or Editable WORD Document
  • 17.3g – Chemical Reactions Review PowerPoint
• 17.4 – Chemical Reactions Practice Problems or Editable WORD Document
• 17.5 – Chemical Reactions Additional Resources
  • 17.5a – Lesson Log
  • 17.5b – Practice Problems and Assessments Answer Key
  • 17.5c – Maker Skills
  • 17.5d – Gas Laws Investigation Build Video
  • 17.5e – Electrostatic Forces MUTT Article
  • 17.5f – Investigation Scoring Rubric
• 17.6 – Assessment Tools
  • 17.6a – Chemical Reactions Practice Quiz or Editable WORD Document

[/accordion-item] [/accordion]

[accordion clicktoclose=”true”] [accordion-item title=”Module 18: Engineering Challenge – Chemistry Powered Car”]

In this module students are challenged with applying their understanding of chemical interactions with mechanical systems covered in previous modules to create a toy car that is propelled by a chemical reaction. They will utilize their understanding of the design process to generate a digital 3D model of their proposed Chem-E-Car and then fabricate a working replica of their model using 3D printing and everyday construction materials from a hardware store. This project combines science content and engineering principles from the physics and chemistry. Students explore, analyze and refine the use of alternative energy sources to not only power automobiles but to provide power in other everyday life activities.

Chem-E-Car Engineering Challenge: During their exploration of chemical reactions, students looked at why chemical reactions occur. This led to a study of bond energy, and how to determine the magnitude of the bond energy in a chemical compound. The enthalpy of a reaction can e used to determine whether a reaction is energy absorbing or energy releasing. This information can also be applied to batteries, as electrochemical energy is one byproduct of an electrochemical cell (Galvanic/Voltaic Cell). This is an engineering project, students will use a chemical reaction, producing carbon dioxide carbon dioxide for example (see Module 16), to provide a motion causing force to a small vehicle. In module 15 they used the principle of thrust is from a gas producing reaction to propel a car across the floor. By combining principles of motion required to accelerate the car (Module 4: Speed Velocity Acceleration), friction at the wheels (Modules 5: Pulleys, and Module 10: Sliding Friction) and drag it is possible to predict the energy required to move an object a desired distance.  This challenge is an opportunity for students to compete with other cars built by different student teams.

Guiding Question: How can a chemical reaction be used to propel a toy car a distance of exactly 25 feet?

• Module Overview – Chem-E-Car
• 18.0 – STEM Content – Chem-E-Car
• 18.1 – Chem-E-Car Objectives and Lesson Plan or Editable WORD Document
• 18.2 – Chem-E-Car Engineering Challenge or Editable WORD Document
• 18.4 – Gas Laws and Chemical Reactions Practice Problems or Editable WORD Document
• 18.5 – Chem-E-Car Additional Resources
  • 18.5a – Engineering PIGs Documentation
  • 18.5b – Practice Problems and Assessments Answer Key
  • 18.5c – Engineering Challenge Grading Rubric
• 18.6 – Assessment Tools
  • 18.6a – Gas Behavior and Chemical Reactions Unit Assessment or Editable WORD Document

[/accordion-item] [/accordion]

[accordion clicktoclose=”true”] [accordion-item title=”Module 19: Electric Potential – Battery Operation”]

In this module students revisit the concept of energy investigated in the Energy Storage Module, where now the energy is stored chemically in a battery.  The students construct a functioning “rechargeable battery” and measure its properties based on the arrangement of individual electrochemical cells.  They measure the electric potential available and the current output, and determine the mathematical rule for connecting electrochemical cells together. Finally, students become familiar with battery packs within a parallel or series configuration and calculate battery capacity and run time.

Battery Operation Investigation: During their exploration into battery operation, students looked at how batteries are manufactured to obtain unique voltages and capacities. Students will use copper wire and zinc coated sheet metal screws placed in a liquid to create the electrodes required to bridge electrochemical cells. They will then explore changes in voltage and current output levels as the number and arrangement of connected electrochemical cells is altered. We will also determine the mathematical rule for connecting electrochemical cells together. This investigation builds on the understanding of battery chemistry, as batteries use potential energy differences between reactants and products to drive electrons from the anode to the cathode.

Guiding Question: How do batteries create electrical energy for doing work?

• Module Overview – Understanding Electric Potential
• 19.0 – STEM Content – Electricity and Battery Operation
• 19.1 – Understanding Electric Potential Objectives and Lesson Plan or Editable WORD Document
• 19.2 – Battery Operation Investigation or Editable WORD Document
• 19.3 – Background Information and Activity Sheets
  • 19.3a – Electric Potential Energy PowerPoint
  • 19.3b – Chemical-Electrical Energy Conversion or Editable WORD Document
  • 19.3c – Introduction to Electrical Circuits PowerPoint
  • 19.3d – Open and Closed Circuits or Editable WORD Document
  • 19.3e – Coulomb’s Law PowerPoint
  • 19.3f – Electrical Energy and Coulomb’s Law or Editable WORD Document
  • 19.3g – Putting Charge to Work or Editable WORD Document
• 19.4 – Electric Potential Practice Problems
• 19.5 – Electric Potential Additional Resources
  • 19.5a – Lesson Log
  • 19.5b – Practice Problems and Assessments Answer Key
  • 19.5c – Multimeter Reference Sheet
  • 19.5d – Battery Operation Investigation Build Video
  • 19.5e – ABC Vocabulary Reading Strategy
  • 19.5f – Chemical/Electrical Energy Conversion Venn Diagram
  • 19.5g – Four Squares Graphic Organizer
  • 19.5f – Investigation Scoring Rubric
• 19.6 – Assessment Tools
  • 19.6a – Open & Closed Circuits Practice Quiz or Editable WORD Document

[/accordion-item] [/accordion]

[accordion clicktoclose=”true”] [accordion-item title=”Module 20: Fundamentals of Electric Circuits – Ohm’s Law”]

In this module students study the relationship between voltage, current and resistance.  Students will design and construct multiple DC circuits using basic electronic components (resistors, capacitors, LEDs).  They measure current output, resistance and capacitance in an effort to determine mathematical relationships and how arrangement (series vs parallel) of components impacts voltage drop, current, resistance and capacitance. Finally, students become familiar with circuit modeling using Tinkercad.com modeling software.

Ohm’s Law Investigation: During this exploration students will examine the relationship between voltage, current and resistance. This will be accomplished by creating a simple circuit using a battery, and LED and a resistor. The circuit will first be simulated using the tinkercad.com online modeling software by Autodesk. Once the circuit has been successfully simulated and analyzed a solderless breadboard will be used to create a working replica of the simulated circuit. The collected current, voltage and resistance through an LED will be used to determine the mathematical representation of Ohm’s Law.

Electrical Circuits Investigation: During this exploration students will investigate the difference between series circuits and parallel circuits, using resistors, capacitors, and a 9-volt power supply. Students will join resistors/capacitors together and measure the voltage and current across the components of the circuit. Differences in configurations will be described and used to determine the mathematical rules for connecting resistors and capacitors in circuits. Students will use Tinkercad.com to create a simulation of each circuit and test the circuit utilizing the Tinkercad.com simulation tool. Students will apply their preliminary results to the challenge of regulating the current running through the LED.

Guiding Question: What is Ohm’s Law and how does it relate to electrical circuits?

• Module Overview – Fundamentals of Electric Circuits
• 20.0 – STEM Content – Fundamentals of Electric Circuits
• 20.1 – Fundamentals of Electric Circuits Objectives and Lesson Plan or Editable WORD Document
• 20.2a – Ohm’s Law Investigation or Editable WORD Document
• 20.2b – Electrical Circuits Investigation or Editable WORD Document
• 20.3 – Background Information and Activity Sheets
  • 20.3a – Analyzing Electrical Circuits PowerPoint
  • 20.3b – Ohm’s Law or Editable WORD Document
  • 20.3c – Series and Parallel Circuits PowerPoint
  • 20.3d – Series and Parallel Circuits or Editable WORD Document
  • 20.3e – Power and Electricity PowerPoint
  • 20.3f – Electrical Power or Editable WORD Document
• 20.4 – Electric Circuits Practice Problems
• 20.5 – Electric Circuits Additional Resources
  • 20.5a – Lesson Log
  • 20.5b – Practice Problems and Assessments Answer Key
  • 20.5c – Multimeter Reference Sheet
  • 20.5d – Gas Laws Investigation Build Video
  • 20.5e – ABC Vocabulary Reading Strategy
  • 20.5f – Circuit Arrangements Venn Diagram
  • 20.5g – Four Squares Graphic Organizer
  • 20.5f – Investigation Scoring Rubric
• 20.6 – Assessment Tools
  • 20.6a – Series & Parallel Circuits Practice Quiz or Editable WORD Document

[/accordion-item] [/accordion]

[accordion clicktoclose=”true”] [accordion-item title=”Module 21: Electromagnets and Motors”]

In this module students looking at electromagnetic forces. The core of this module is exploring how attractive and repulsive properties of magnets can be manipulated to create motion. Students will learn about magnetic fields and how current carrying wires exhibit properties of magnetism and engage in activities that demonstrate the conversion of electrical energy into rotational mechanical motion. Students then apply the principles of electricity and magnetism to the creation of a brushed DC motor. Finally, students will investigate the relationship between voltage, current, and motor RPM in an attempt to design an efficient brushed DC motor.

Battery Operation Investigation: During their exploration of brushed DC motors, students explore the conversion of electrical energy into rotational mechanical motion. The key aspect of all electric motors is the use of an electromagnetic force causing armature/rotor displacement within a mechanical device. In this investigation students will examine how voltage, length of wire in an electromagnet, and magnetic field force from stationary magnets provide power to turn the motor. This will be accomplished by changing the voltage across the electromagnet of the motor. They will also investigate how the rotational motion of the motor axle is used to determine the motor strength, torque of the motor.

Guiding Question: How does an electric motor convert electrical energy into rotational motion?

• Module Overview – Electromagnets and DC Motors
• 21.0 – STEM Content – Electromagnets and DC Motors
• 21.1 – Electromagnets and Motors Objectives and Lesson Plan or Editable WORD Document
• 21.2 – Brushed DC Motor Investigation or Editable WORD Document
• 21.3 – Background Information and Activity Sheets
  • 21.3a – Electromagnetic Forces PowerPoint
  • 21.3b – Torque: Magnetic Moment or Editable WORD Document
  • 21.3c – Electromechanical Energy Conversion or Editable WORD Document
  • 21.3d – Applications of Electricity: Electric Motors Power Point
  • 21.3e – Motors and Generator WebQuest or Editable WORD Document
• 21.4 – Electromagnets and Motors Practice Problems or Editable WORD Document
• 21.5 – Chemical Reactions Additional Resources
  • 21.5a – Lesson Log
  • 21.5b – Practice Problems and Assessments Answer Key
  • 21.5c – Multimeter Reference Sheet
  • 21.5d – Brushed DC Motor Investigation Build Video
  • 21.5e – ABC Vocabulary Reading Strategy
  • 21.5f – Four Squares Graphic Organizer
  • 21.5g – Investigation Scoring Rubric
• 21.6 – Assessment Tools
  • 21.6a – Electromagnets and Motors Practice Quiz or Editable WORD Document

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[accordion clicktoclose=”true”] [accordion-item title=”Module 22: Pulse Width Modulation”]

In this module students will utilize a collection of electrical components students will explore simplified electrical/mechanical engineering principles as they construct an electric car. They will apply their understanding of basic electronics principles as they learn about modulation of electrical current. They will continue to explore electrical wiring diagrams and construct their own electrical circuit designed to accomplish specific motor speeds to successfully navigate their motorized model through speed courses and a hill climbing activity.

Mini EV Racer Challenge: During this activity students will begin by designing and 3D printing an battery operated electric toy car that incorporates pulse width modulation into their Powertrain System as a means of controlling vehicle speed. Their mini racers must exhibit adjustable pulse width control, observable in course completion times. They will use the knowledge gained from the PWM lessons and activities for creating a working model and compete in a series of competitions: a Drag race for the slowest Mini EV Racer, Fastest Mini EV Racer, and climbing of steepest incline plane

Guiding Question: How are motor speeds controlled using pulse width modulation?

• Module Overview – DC Motor Control
• 22.0 – STEM Content – Circuit Control & Electric Pulses
• 22.1 – DC Motor Control Objectives and Lesson Plan or Editable WORD Document
• 22.2a – Speed Control Activity or Editable WORD Document
• 22.2b – DC Motor PWM Control Activity or Editable WORD Document
• 22.2c – Mini EV Racer Challenge or Editable WORD Document
• 22.3 – Background Information and Activity Sheets
  • 22.3a – Current Modulation PowerPoint
  • 22.3b – Exploring Speed Control Components or Editable WORD Document
  • 22.3c – PWM Component & Breadboard Diagrams or Editable WORD Document
• 22.5 – DC Motor Control Additional Resources
• • 22.5a – Engineering PIGs Documentation
  • 22.5b – Practice Problems and Assessments Answer Key
  • 22.5c – Engineering Challenge Grading Rubric

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More Advanced Mechanics Topics

This final set of 3 topics in mechanics are more advanced and can be used at the teacher’s discretion. They can be part of a general physical science course for student that would benefit from an additional intellectual challenge.  Or, they could be part of a more advanced applied physics course or used as suggestions for a science fair project.

[accordion clicktoclose=”true”] [accordion-item title=”Module 23: Ball Launcher Revisited”]

With a study of projectile motion in Module 7: Ball Launcher there more advanced ways of analyzing projectile motion than expressed during this preliminary investigation.  This module focuses on these more advanced analysis methods.

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[accordion clicktoclose=”true”] [accordion-item title=”Module 24: KE/PE/Loss – Follow the Bouncing ball”]

With a study of fluid friction in Module 7: Ball Drop and Fluid Friction and sliding friction in Module 9, where as shown in Exp. 2 friction is the result of the conversion of mechanical work into thermal energy, i.e. heat.  There is another way that mechanical energy can be lost – by internal dissipation in a material.  This process will be studied by dropping various balls in a tube and recording how high they rebound.  A highly resilient super-ball will show very little amplitude decay between subsequent bounces, a regular rubber ball will show modest amplitude decay between subsequent bounces and a foam ball may show almost not elastic rebound.

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[accordion clicktoclose=”true”] [accordion-item title=”Module 25: Strength of Materials”]

The stiffness of materials was studied in Exp. 6, where Young’s modulus was the key material property.  The amount of load that material can support before in breaks is call ‘strength’ and it is an equally important material property.  During this module the strength of several plastics will be measured.

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[accordion clicktoclose=”true”] [accordion-item title=”Module 26: Vibration Damper – An Engineering Project”]

Mechanical energy can be stored in an ‘elastic’ material like shown for deformation of a rubber band in Exp. 3 or bending of a metal beam as in Exp. 6.  Energy is dissipated by fluid motion as studied in Exp. 7, where a damper (like used in a door closing assembly) is a mechanical device that dissipates energy.  Systems where an elastic spring is connected in parallel with a damper are engineering devices used in a variety of applications, e.g. the spring and shock absorber system in all vehicles.  In this experiment a spring-damper system will be constructed and the performance of the system will be analyzed.

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[accordion clicktoclose=”true”] [accordion-item title=”Module 27: Thermal Energy and Heat Transfer”]

Students will investigate thermal energy by constructing an apparatus, where a warm metal object is dropped into a well-insulated, stirred water bath.  The temperature of the metal block and the water are measured.  Metal objects of differing composition, size and shape will investigated.  Using this device the students will determine the thermal energy in the block, transfer of thermal energy from the block to the water (i.e. conservation of energy) and calculate the heat capacity of the metal.  In a more advanced experiment students may make a device to measure the heat conduction through a thin slab of material.

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[accordion clicktoclose=”true”] [accordion-item title=”Module 28: Melting Point & Welding”]

Using a melting point apparatus (i.e. a small metal block with a heater, thermometer and a capillary tube filled with a crystal), students will measure the melting point of a number of materials, including pure materials, mixtures and alloys.  There will be a discussion of the melting of various metals that provides an understanding of the periodic chart in the iron, nickel, chromium, aluminum, etc. region that is related to welding.  Ideally, the students will have the opportunity to use a virtual welder to see metal melting/solidification in a practical application.

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[accordion clicktoclose=”true”] [accordion-item title=”Module 29: Combustion Engine – Simulator”]

Using a computer simulator, students will change reaction conditions in a piston, observing the pressure generated by the reaction as well as movement of the piston.  They will be able to explore the difference in the piston response with and without heat generation and heat transfer through the piston walls (i.e. the effect of Charles’s Law from Module 18 and heat transfer from Module 22).  In a more advanced simulation students will be able to observe the effect of incomplete and/or side reactions that produce undesirable gases like carbon monoxide and NOx.  This module will provide an understanding of the periodic chart in the C, H, O, N region.

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[accordion clicktoclose=”true”] [accordion-item title=”Module 30: Prisms, lens and Mirrors”]

Students will be provided with a collection of mirrors, prisms and lenses to be used with a laser pointer (with a red beam for safety).  Students will then explore how the laser beam is bent by the mirrors, prisms and lenses.  The students will discover Snell’s law and how it applies to the various optical components.

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